Republic the Philippines Department of Education President Elpidio Quirino National High School RESEARCHERS NOTE: Kindly check the fonts and all details that are needed to follow . Relax and enjoy learning. Thank you and Godbless. -me RESEARCH ADVISER CHAPTER 1 INTRODUCTION A. Rational and background of the study Communication makes learning easier. As the new normal arises, online communication takes place for the teacher and students participate in online discussions as part of their course work, such writing emails or messages for their teachers regarding to their school activities. Therefore, politeness is very important aspect of communication which varies to the person communicating because it is dependent on the relationship between the interactants. It is also important for the students on how they expressed politeness in their student online communication. Knowing one’s behavior especially to students is very important since it is part of the literature to teach discipline in every learners and the institution is capable of doing that not just mentally but also in physical health. Student Online Communication is a part of this because during this crisis, students are learning virtually and it is becoming the new normal education system wherein politeness is more perceptible and observable for the students on how they approach and behave with this situation. There are many ways to express politeness especially when we interacts and this study focused on explaining that human interactants revolved around being polite not just in physical but also in virtual interaction. According to Goffman, he defined politeness as “ the public self-image that every member wants to claim”. Brown and Levinson continued this theory by making a distinction that self-image has the negative face and the positive face, wherein the positive is the need to be desirable to others ( approval) and the negative face is to be unimpeded by others (autonomy). They also propose that in human interaction some communicative acts are referred to as face threatening acts (FTA’s). Offers and request are often face threatening acts, for example if a teacher says to student, “You have not finished your homework! Please finish it now.” The criticism of the students action is a threat to her positive face (approval) and the request to please finish it now, is a threat to her negative face (autonomy), (Brown and levinson, 1987). According to Lakoff, what people assume about our intention and what we assume about other people intention cannot be correct all the time. That is the reason why politeness is needed a failsafe. Words and ideas are exchanged continuously in a conversation or interaction. Along the way of the interaction, there is an inherent risk of conflict. Politeness is at place to reduce the potentials of communication-related conflicts (Lakoff, 1990). CONCEPTUAL FRAMEWORK During this pandemic, new learning innovation was introduced to us. This research study aims to discuss how politeness expressed and interpreted in student online communication as the new normal classroom rules and how the students will act and approach this kind of certain problems once it occurs. . According also to the study of politeness and university student online communication, the significant differences of the female and male is that females are more attenuated rather than males whose more direct and authoritative language displayed by them that has implications for perceptions and interaction in computer-mediated discussions (Guiller & Durndell, 2006). C. RESEARCH PARADIGM INPUT BEHAVIORAL AITTITUDE PROCESS OUTPUT BEHAVIORAL AITTITUDE SURVEY QUESTIONNAIRE FOR THE ANALYSIS OF DATA APPROACHING STYLES APPROACHING STYLES BENEFICIARIES People who communicate to all students. FEMALES ARE MORE POLITE AND ACTIVE IN ONLINE COMMUNICATION RATHER THAN MALE D. STATEMENT OF THE PROBLEM MAIN PROBLEM This study aims to determine the politeness and student online communication as the new normal classroom rules. 1. What is the profile of the students in terms of: Name (optional) Age Gender 2. What are the impacts of online communication towards politeness in every students in terms of : Behavioral Attitudes Approaching Styles 3. To what extent does the attitude of the students affect the politeness in student online communication as the new normal classroom rules. E. HYPOTHESIS OF THE STUDY 1. To easily communicate to students thru online . 2. To determine the politeness of the students in online communication which can be derived in behavioral attitudes and approaching styles. 3. Students have differences in communicating skills, this is based on their emotions,gestures and any other way. F. SIGNIFICANCE OF THE STUDY This section will provide broader knowledge regarding the study of politeness and student online communication as the new normal classroom rules. Whereas the study would benefit the following: Future researchers. To the future researchers, to make their study more credible in strengthening the facts that they obtained within this study as their reference. Teachers. To the teachers to help the students cope up during the challenging situations and also to be more considerate in understanding the behaviors of the students toward the student online communication. Students. To the students, to help them understand the guidelines and rules in a certain situations as well as to encourage them to be more responsible in any aspects or learning especially being discipline when communicating. Administrations. To help them provide a better environment for communicating as the new normal emerged and also to be more responsible and knowledgeable in disciplining and teaching guidelines and rules to everyone. G. SCOPE AND DELIMITATIONS By determining the scope and delimitations, the researchers will easily find out the main focus of the study. The scope of the study covers on the politeness and student online communication a basis for new normal classroom rules to the students. The respondents of the study will be the Senior High School students of President Elpidio Quirino National High School. H. DEFINITION OF TERMS POLITENESS- To show respect and considerate behavior towards everyone. ONLINE COMMUNICATION- Commonly used for virtual discussions or use to send/write messages for teachers for this study. NEW NORMAL- the condition where a country settles after a crisis. STUDENTS- the Grade 12 students of President Elpidio Quirino National High School who are the respondents of the study. BEHAVIORAL ATTITUDES- refers to as a person’s mentally or emotionally way of thinking. APPROACHING STYLES- the way of communicating and approaching with the interactants. CHAPTER 2 REVIEW AND RELATED LITERATURE AND RELATED STUDIES According to Goffman’s key observation was the concept of face, “ the positive social value a person effectively claims for himself by the line others assume he has taken during a particular contact” (Goffman, 1967). A ‘universal’ theory of politeness “ the public self-image that members once to claim for himself, “ the desire that self-image be appreciated and approved of” and introducing the distinction of positive and negative face as the face threatening acts or the FTA’s ( Brown and Levinson 1987). The study of polite behavior is an element of relational work “ the ‘work’ individual negotiating relationship with other”. Furthermore, “interactants assessments of social norms of appropriateness that have been previously acquired” (Locher, 2006). Politeness involves the subjective judgements interactants make regarding the appropriateness of verbal and non-verbal behavior (Spence-Oatey,2005). Two central aspects of communicative competence, making oneself clear and being polite are often in a opposition as politeness usually entails ambiguity, whilst clarity can sometimes be too direct. In face-to-face communication nonverbal cues play a crucial role in the contextualization of politeness and that absence of such cues in computer-mediated communication contexts could lead to more miscommunications than in face-to-face communication (Morand and Ocker, 2002). Words and ideas are exchanged continuously in a conversation and interaction. Along the way of the interaction, there is an inherent risk of conflict. Politeness is at place to reduce the potentials of communication-related conflicts (Lakoff, 1990). Chapter 3 RESEARCH METHODOLOGY Research Design This study is intended to easily communicate to students thru online .To determine the politeness of the students in online communication which can be derived in behavioral attitudes and approaching styles and students have differences in communicating skills, this is based on their emotions, gestures and any other way. For the implementation of the study in President Elpidio Quirino National High School the researchers will use the Non-Experimental Research using the descriptive survey method. Descriptive survey method is a method that attempt to collect quantifiable information for statistical analysis of the population sample. It can use a wide variety of research methods to investigate one or more variables. The information gathered will play a big role in keeping the study in progress. Subject of the Study Behavioral attitudes are attitudes that develop as a direct result of certain behaviors. However because one may hold a negative attitude toward a specific behaviour yet still engage in that behaviour,a person’s behaviour does not always reflect his or her attitudes. And approaching styles the approach presents itself as a reaction against those that are more determininistic. This is on how teachers, administration staff and all the people who are communicating to students approach them. If they are friendly, strict and many more approaches. Conceptual framework The researcher prepared a survey thru google form which is a online survey containing all the relevant questions needed on the said study. The survey questionnaire was composed of questions that would determine the politeness and student online communication of the students. It will be divided into three parts wherein Part 1 will determine their demographic profile such as age and gender while Part 2 will determine their practices based on their attitude or behavioral attitudes in student online communication and Part 3 consists of survey questionnaire that they need to answer to determine the approaching styles of the respondents. The survey would be delivered virtually to the respondents via social media accounts to avoid any face-to-face interactions as a compliance to the new normal because of the global pandemic. TABLE 1: DISTRIBUTION OF RESPONSES IN BEHAVIORAL ATTITUDES A: BEHAVIORAL ATTITUDES Q1: I answer politely when my teacher ask me during our online discussion. Q2: I act and respond appropriately whenever the teacher demand to pass something as immediate as I can. Q3: I don’t interrupt my teacher whenever she’s explaining during our online meeting / messaging. Q4: I wait for my turn to speak if needed during our online meeting. Q5: I carefully choose the appropriate words and wait for my turn to speak whenever I’m having a conversation with my teacher. Q6: I respect teachers personal space even though I needed to ask important things. Q7: I obey my teachers decisions regardless if it is out of our will. Q8: I follow rules and regulations of our group chat Q9: Online communication/meeting change my behavioral acts/practices WEIGHTED MEAN SD INTERPRETATION Q10: I participate on online class/meeting that my teacher prepare even though its already late. Q11: I submit my activities on time. TOTAL: TABLE 2: DISTRIBUTION OF RESPONSES IN APPROACHING STYLE B: APPROACHING STYLES WEIGHTED MEAN SD INTERPRETATION Q1: Whenever I message or talk personally to our teachers, I use ‘po’ or ‘opo’ and acknowledge them as ‘maam’/’sir’. Q2: I approach the teacher gently with respect when I have something to clarify in relation to our topic. Q3: I initiate to volunteer to do a task whenever my teachers need assistance. Q4: I greet teachers whenever I message or talk to them personally. TOTAL: TABLE 3: FREQUENCY DISTRIBUTION MEASUREMENT SCALE ALWAYS SOMETIMES OFTEN NEVER CODE FREQUENCY DISTRIBUTION PERCENTAGE DISTRIBUTION Chapter 4 RESULTS AND DISCUSSION PROFILE OF THE RESPONDENTS FIGURE 1: Presents the distribution of respondents according to their gender 120 100 100 80 60 65 40 20 35 0 TOTAL MALE FEMALE Figure 1 shows the demographic profile of the respondents according to their gender, the male are consists of 35 individuals while the female have 65 with the total average of 100 respondents. FIGURE 2 : Presents the distribution of age AGE 3% 12% 85% 17 18 19 ABOVE There are 100 senior high school respondents who answered the questionnaire. Majority of them belongs to 18 years old with the average of 85% in the total population while 17 years old gain 12% of the total population, the remaining 3% are the respondents with the age of 19 years old and above. BEHAVIORAL ATTITUDES AND APPROACHING STYLES TABLE 1: DISTRIBUTION OF RESPONSES IN BEHAVIORAL ATTITUDES A: BEHAVIORAL ATTITUDES WEIGHTED SD MEAN Q1: I answer politely when my teacher ask 3.59 29.41 me during our online discussion. Q2: I act and respond appropriately whenever the teacher demand to pass 3.46 26.58 something as immediate as I can. Q3: I don’t interrupt my teacher whenever 3.76 40.09 she’s explaining during our online meeting / messaging. Q4: I wait for my turn to speak if needed 3.88 42.90 during our online meeting. Q5: I carefully choose the appropriate words 3.88 42.90 and wait for my turn to speak whenever I’m INTERPRETATION ALWAYS ALWAYS ALWAYS ALWAYS ALWAYS having a conversation with my teacher. Q6: I respect teachers personal space even though I needed to ask important things. Q7: I obey my teachers decisions regardless if it is out of our will. Q8: I follow rules and regulations of our group chat Q9: Online communication/meeting change my behavioral acts/practices Q10: I participate on online class/meeting that my teacher prepare even though its already late. Q11: I submit my activities on time. TOTAL: 3.84 41.03 ALWAYS 3.33 22.82 ALWAYS 3.81 39.72 ALWAYS 3.42 28.17 ALWAYS 3.23 23.42 SOMETIMES 3.17 3.58 28.23 SOMETIMES ALWAYS According to the table that presents the response of the individuals who answer the questionnaire, it shows that in terms of behavioral attitude or practices it has an impact in online communication towards the politeness of senior high school students of peqnhs. The weighted mean has gain a total of 3.58 which is always according to the interpretation of the data. TABLE 2: DISTRIBUTION OF RESPONSES IN APPROACHING STYLE B: APPROACHING STYLES Q1: Whenever I message or talk personally to our teachers, I use ‘po’ or ‘opo’ and acknowledge them as ‘maam’/’sir’. Q2: I approach the teacher gently with respect when I have something to clarify in relation to our topic. Q3: I initiate to volunteer to do a task whenever my teachers need assistance. Q4: I greet teachers whenever I message or talk to them personally. TOTAL: WEIGHTED MEAN 3.97 SD INTERPRETATION 48.02 ALWAYS 3.91 45.59 ALWAYS 2.68 21.49 SOMETIMES 3.9 44.14 SOMETIMES 3.62 ALWAYS The data shows that approaching styles affect the politeness of senior high school student of peqnhs in student online communication. Based on the response on the survey collected from the respondents the, total weighted mean is 3.62 with an interpretation of always gathered from the data. TABLE 3: FREQUENCY DISTRIBUTION MEASUREMENT SCALE CODE FREQUENCY DISTRIBUTION 1010 PERCENTAGE DISTRIBUTION 67% ALWAYS 4 SOMETIMES 3 397 26% OFTEN 2 64 4% NEVER 1 24 3% The table shows the frequency and percentage distribution per response according to the data gathered from the survey. Always gain the total of 1010 responds with an average of 67% ,while the never only gets 24 responds with an average of 3% in the total population of the research study. Chapter 5 SUMMARY CONCLUSION AND RECOMMENDATION SUMMARY . Majority of the respondents are female who aged 18 with the total population of 100 respondents which is collected from the gathered data in the survey questionnaires. Behavioral practices affect the students when it comes to their online communication and it shows how polite the students during their class discussions resulted with the weighted mean of 3.58 that interprets always according to the research findings. Approaching styles affects the politeness of every student as well as to their student online communication which has a weighted mean of 3.62 that interprets always resulting that every students approaching styles has an impact to their politeness. and it is been implemented, female students aged 18 are most-likely to be polite rather than male students considering that the request to answer the survey questionnaires was denied by some male students resulting with the 35 participants in the total population compared to the female participants that has 65 respondents and regarding to their student online communication, female are most active than male students which shows that their attitudes in terms of approaching styles and behavioral acts impacts their politeness during the student online communication. CONCLUSION We therefore conclude that females are more polite and active in online communication rather than male. RECOMMENDATION We therefore recommend that teacher’s, administration staff and all the people communicating to students to be more approachable not only for female’s side but also for males. We need to be fair in all aspects. REFERENCES Researh Gate. (n.d.). Retrieved from researchgatenet: https://www.researchgate.net/publication/331672620_CHAPTER_5_SUMMARY_CONCL USIONS_IMPLICATIONS_AND_RECOMMENDATIONS_FOR_FURTHER_STUDIES Goffman, E. (1967). Interactional ritual: Essays on face-to-face behaviors. Garden city, New York: Anchor Books. Brown, P., & Levinson, S.C (1987). Politeness: Some universals in language usage. Cambridge, UK: Cambridge University Press. Lakoff, R. T. (1990). Talking Power: The Politics of Language in Our Lives. Glasgow: HarperCollins. Locher, M (2006). Polite behaviour within relational work: the discursive approach to politeness. Multilingua 25 (3), 249-267 Spencer-Oatey, H. (2005). (Im)Politeness, face and perceptions rapport: Unpackaging their bases and interrelationships. Journal of Politeness Research 1 (1), 713-725 Morand, D. A,. & Ocker, R. J. (2003). Politeness theory and computer-mediated communication: a sociolinguistic approach to analyzing relational messages. Proceedings of the 36th Hawaii international conference on system sciences (HICSS-36). vol.42 (2).
